BETWEEN ADMINISTRATIVE MANAGEMENT AND PEDAGOGICAL PRACTICE: CHALLENGES OF SCHOOL LEADERSHIP AND PRINCIPAL AUTONOMY IN THE MUNICIPAL EDUCATION SYSTEM OF TRINDADE, PERNAMBUCO, BRAZIL

Abstract

School management plays a fundamental role in articulating administrative demands and pedagogical practices, particularly given the need to reconcile leadership, autonomy, participation, and educational quality. This study aimed to understand the dynamics of educational management and its articulation with pedagogical practices in a municipal public school in Trindade, Pernambuco, Brazil. This was a descriptive field study using a quantitative and qualitative approach, involving 37 school professionals, including teachers, educational counselors, coordinators, and school management staff. Data were collected between April and May 2026 through an electronic questionnaire comprising 18 closed- and open-ended questions. The results revealed a predominantly positive perception of school management, with 70.3% of participants considering the administration adequate. Regarding decision-making autonomy, 70.3% classified it as high and 29.7% as moderate. Student disengagement emerged as the main challenge in the daily school routine, reported by 70.3% of participants. Favorable results were also observed regarding pedagogical monitoring, institutional communication, and relationships between management and staff. Nevertheless, areas requiring improvement were identified, particularly community participation, administrative workload, continuing professional development, and the alignment of educational policies with the local school context. It is concluded that school leaders' leadership and autonomy contribute to the articulation between administrative management and pedagogical practice, particularly through decision-making, monitoring of teaching activities, institutional communication, and the strengthening of collaborative work.